Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal: To make a PSA commercial that informs immigrants about the benefits of naturalization. Role: A news team consisting of reporters from NBC. Audience: The U.S. Customs and Immigration Services Situation: You have been hired to write the script and film the commercial in order to recieve money. Product/Presentation:
A profession, educational and persuasive commercial that is easy for English language learners to understand. Standards:Presentation Rubric (Preparedness 40%, enthusiasm 15%, listens to other presentations 15%, evaluates peers 15%, speaks clearly 10%, posture & eye contact 5%) & Product Rubric (creativity 55%, dialogue/script 10%, persuasiveness 10%, professional 10%, audio/visual clarity 10%, content 55%).
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
• Prezi: Make a Prezi that covers the causes of the Civil Rights Act.
• Glogster: Make a Glogster that uses media to document the rights of individuals.
• Script: Create a script and make a video that contains situations where they show how to use their rights to protect themselves.
• Podcasts: Make podcasts where they write about other countries situations and how people there are making a difference.
• Blog: Keep a journal where they write about how they have or could make a good change in their country or the world, and compare it to ways that others have made such a change.
• Microsoft Publisher: Use Microsoft Word to make a brochure that reflects on another kind of government and their peoples rights.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-Assesment: Do a KWL chart asking students what they know of their rights, what they want to learn, and after what they did learn.
•Checking for Understanding: 1:1 conferences, exit tickets, 3-2-1 reflection, one sentence sumary, 4-3-2-1 Scoring Scale, Is it a Fact?
•Timely Feedback:
Self: I will have the students fill out the L part of the KWL chart.
Peers: I will have the students do peer evaluations on the PSA's once they are present.
Teachers: I will give the students the rubrics with comments on both their product and their presentation of it.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
•What caused us to form civil rights, how is this similar to what is happening throughout the world,
and how the students can change the world themselaves.
•Social Studies: Civics and Government (a,b,c) 9-Diploma
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•civil rights
•constitution, Bill of Rights, Civil Rights Act, segregation, racism, sexism, gay rights
Through what authentic performance task will students demonstrate understandings?
Task Description:(T)
You are a top newscaster at NBC, and the United States Customs and Immigration Services (the USCIS) has asked your news team to create a PSA commercial that will air on many networks. This commercial must discuss the benefits of naturalization, particularly the rights gained as a U.S. Citizen, in a professional, educational, and persuasive way. Focus on the rights of individuals promised within the Constitution. This commercial must be simple enough for English Language learners to understand, since this commercial is advertising towards immigrants. If your commercial qualifies, a payment of $25,000 will be made to your team.
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•iMovie (PSA Commercial)
•Describing how the commercial was made, as well as what the students learned through making the commercial.
By what criteria will student products/performances be evaluated?
Stage 2 - Determine Acceptable Evidence.
Role: A news team consisting of reporters from NBC.
Audience: The U.S. Customs and Immigration Services
Situation: You have been hired to write the script and film the commercial in order to recieve money.
Product/Presentation:
A profession, educational and persuasive commercial that is easy for English language learners to understand.
Standards: Presentation Rubric (Preparedness 40%, enthusiasm 15%, listens to other presentations 15%, evaluates peers 15%, speaks clearly 10%, posture & eye contact 5%) & Product Rubric (creativity 55%, dialogue/script 10%, persuasiveness 10%, professional 10%, audio/visual clarity 10%, content 55%).
• Glogster: Make a Glogster that uses media to document the rights of individuals.
• Script: Create a script and make a video that contains situations where they show how to use their rights to protect themselves.
• Podcasts: Make podcasts where they write about other countries situations and how people there are making a difference.
• Blog: Keep a journal where they write about how they have or could make a good change in their country or the world, and compare it to ways that others have made such a change.
• Microsoft Publisher: Use Microsoft Word to make a brochure that reflects on another kind of government and their peoples rights.
•Checking for Understanding: 1:1 conferences, exit tickets, 3-2-1 reflection, one sentence sumary, 4-3-2-1 Scoring Scale, Is it a Fact?
•Timely Feedback:
Self: I will have the students fill out the L part of the KWL chart.
Peers: I will have the students do peer evaluations on the PSA's once they are present.
Teachers: I will give the students the rubrics with comments on both their product and their presentation of it.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
and how the students can change the world themselaves.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
• audio/visual clarity 10%
• professionality 10%
• persuasiveness 10%
• creativity -5%
• dialogue - 10%
• enthusiasm 15%
• listens to other presentations 15%
• evaluations peers 10%
• speaks clearly 10%
• posture and eye contact 5%